RECIPIENTS OF SCIENTIFIC DISCOURSE: GENDERED MOTIVATIONS FOR STEM CAREERS IN CROSS-NATIONAL
RECIPIENTS OF SCIENTIFIC DISCOURSE: GENDERED MOTIVATIONS FOR STEM CAREERS IN CROSS-NATIONAL

Summary/Abstract: Women remain underrepresented in Science, Technology, Engineering and Mathematics(STEM) education and careers across many countries. While previous research has focused primarily on participation gaps, less attention has been paid to the motivations that shape individuals‘ career decisions. Goal: this study investigates three contextual explanations for gender differences in motivations to pursue STEM education and careers: gender equality norms, STEM content narratives and educational tracking rigidity. Methodology: I analysed representative survey data from approximately 12,000 respondents across eleven European countries, contrasting how these factors correlate with individual motivations such as professional passion. Findings: gender differences in motivations vary systematically by country. Stronger gender equality norms and narratives framing STEM as masculine were associated with wider gender gaps in motivation. Counterintuitively, greater tracking rigidity was associated with smaller motivational gender gaps, diverging from patterns typically observed for participation and achievement outcomes, and suggesting that institutional structures may shape career aspirations through mechanisms distinct from those driving behavioural outcomes. Conclusions: cultural meanings and symbolic environments shape how individuals perceive scientific careers. Addressing STEM disparities requires attention to these structural and narrative frameworks, not only to participation numbers.

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